Analytical Science A course (in 15 Chapters), developed as an Open Educational Resource, designed for use at 2nd year England & Wales undergraduate level and as a CPD training resourceAuthor(s): Brian W Woodget

Information Skills Unit 6: Key Skills for Successful Study This unit covers a raft of skills which will help you make the most of your study time and succesfully complete your course. In addition many of these skills are transferable (key skills) and will help you in the work place.Author(s): Staffordshire University

Skills needed for Project Management This is the packaged content for a learning activity reflecting on the strengths and weaknesses of your own skills that could be relevant to project managementAuthor(s): E-Evolve,UCLan,Sandy Cope

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21M.732 Costume Design for the Theater (MIT) Intermediate workshop designed for students who have a basic understanding of the principles of theatrical design and who want a more intensive study of costume design and the psychology of clothing. Students develop designs that emerge through a process of character analysis, based on the script and directorial concept. Period research, design, and rendering skills are fostered through practical exercises. Instruction in basic costume construction, including drafting and draping, provide tools Author(s): Held, Leslie Cocuzzo

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21M.606 Introduction to Stagecraft (MIT) Introduces students to the variety and scope of stagecraft while they learn basic shop skills. Students develop shop vocabulary and learn basic skills, including the safe use of all shop machines, basic handwork skills, names and uses of tools, and an overview of the various activities that go on in each shop. In each seven-week segment, students complete a project that uses all basic skills. From the course home page: Course Description Offered annually in the spring term, Introduction to StAuthor(s): Fregosi, William A.,Perlow, Karen J.,Katz, Michael

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11.469 Urban Sociology in Theory and Practice (MIT) This course is intended to introduce graduate students to a set of core writings in the field of urban sociology. Topics include the changing nature of community, social inequality, political power, socio-spatial change, technological change, and the relationship between the built environment and human behavior. We examine the key theoretical paradigms that have constituted the field since its founding, assess how and why they have changed over time, and discuss the implications of these paradigAuthor(s): Davis, Diane E., 1953-

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Design of an eLearning System for Accreditation of
Non-formal Learning This paper deals with issues related to the non-formal learning in vocational
education, and the role of ICT for providing appropriate accreditation model in such
education. The presented conclusions are based on the Leonardo da Vinci project
LeoSPAN. The paper emphasises on the development of a model and a prototype
of an adaptive eLearning system that ensures the pre-defined learner outcomes.
One of the advantages of the eLearning system is the flexibility for people who
upgrade and improve thAuthor(s): Kovatcheva Eugenia,Nikolov Roumen

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Making online-courses more learner centred, more learner drivenand more social This contribution focuses the question if is it possible at all to follow eLearning 2.0 paradigm using a state of the art learning management system or do we have to replace well established tools in order to advance eLearning. How can teachers develop their online courses regarding to eLearning 2.0 perceptions? During the last years the author tried to enhance her online courses to make them more learner centred, learner driven and social. Her substantial experiences are summarized.Author(s): Steinberger Claudia

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What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School ChildrenÂ This paper first reviews the literature on computer mediated communication (CMC) to examine whether claims about gender-linked differences in specific attitudes, styles and content in CMC have been validated. Empirical studies were limited, with considerable variation in audiences, tasks, and contexts that was related to varied outcomes. The paper next describes an empirical study on the e-mail communication of elementary school children from ten Dutch classrooms. No gender-linked preference forAuthor(s): Van der Meij Hans

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An examination of two types of timeline, linear vs. staggered: a mixed method approach This study conducted as follow-up study to evaluate effects of two different time-based interfaces, linear and staggered. This study also tries to reveal usersÂ’ preferences when they look for information in two different computer-based timeline. Explanatory mixed method design was implemented. In the first part, quantitative, there were 42 subjects. Results shows no significant difference between two types of computer-based time-line in terms of task completion time and answer accuracy. In the Author(s): Kursun Engin,Cagiltay Kursat